Content Knowledge
The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students.
Knowledge Indicators - The competent teacher:
1A. understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.
1B. understands the processes of inquiry central to the discipline.
1C. understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
1D. understands the relationship of knowledge within the discipline to other content areas and to life and career applications.
1E. understands how a student’s disability affects processes of inquiry and influences patterns of learning.
Performance Indicators - The competent teacher:
1F. evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
1G. uses differing viewpoints, theories, "ways of knowing" and methods of inquiry in teaching subject matter concepts.
1H. engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline.
1I. designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.
1J. anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning.
1K. uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding.
1L. facilitates learning experiences that make connections to other content areas and to life and career experiences.
1M. designs learning experiences and utilizes adaptive devices/technology to provide access to general curricular content to individuals with disabilities.
1A. understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.
1B. understands the processes of inquiry central to the discipline.
1C. understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
1D. understands the relationship of knowledge within the discipline to other content areas and to life and career applications.
1E. understands how a student’s disability affects processes of inquiry and influences patterns of learning.
Performance Indicators - The competent teacher:
1F. evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
1G. uses differing viewpoints, theories, "ways of knowing" and methods of inquiry in teaching subject matter concepts.
1H. engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline.
1I. designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.
1J. anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning.
1K. uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding.
1L. facilitates learning experiences that make connections to other content areas and to life and career experiences.
1M. designs learning experiences and utilizes adaptive devices/technology to provide access to general curricular content to individuals with disabilities.
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Reflection
Artifact: Temperature Differentiation Lesson
PTS 1 Content Knowledge: the competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students.
Write a paragraph explaining your knowledge and understanding of the standard—put the standard into your own words.
In this standard, I believe it is simply saying that the competent teacher understands how to be a teacher. A teacher understands how to get children engaged in learning, and how that learning should be meaningful to their lives. A teacher understands concepts of whatever they are teaching, be it science or mathematics, and they can take this knowledge and structure a lesson around helping students discover these for themselves and not just telling them the answers. The competent teacher understands how to take everything that they know about their students and a subject, and turn it into a meaningful learning experience for their class.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact that I chose is a lesson plan on temperature that is part of a bigger unit on weather that I created for a course on teaching science at the elementary level. This particular lesson plan was a differentiation lesson that I created to support some of the lower writers/readers in a classroom I was student teaching with. In the standard, knowledge indicator 1E states that the competent teacher “understands how a student’s disability affects processes of inquiry and influences patterns of learning.” I believe by having differentiated my lesson plan it shows that I understand this concept. I understand that even though the students may be able to take in all of the information I give them, the fact that they can complete the work will make it hard for them to engage in the learning process. Allowing the students to have a different worksheet that supported their own learning needs, while still letting them show me they understood the lesson will help them stay interested in their learning.
Another reason why I chose this lesson to represent my knowledge of this standard is because of my use of technology in this lesson, which is very efficient in getting across a lot of information to students in a condensed and interesting way. In performance indicator 1I it states that the competent teacher “designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.” I feel that I have achieved this indicator because within the lesson I am familiarizing students with such technologies like PowerPoint that they will probably use for the rest of their lives. The contend of the PowerPoint itself I believe shows that I understand performance indicators 1J and 1K which both state that the competent teacher “anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning” and ” uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding” respectively. In the PowerPoint, I address misconceptions students might have about how the sun heats the Earth, and I also use several varieties of explaining tilt and rotation to the students.
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
The artifact was not used in my practice, but I created while in my Early Placement for student teaching, so it was partially created for the students of that particular 4th grade classroom. Having had the experience of creating a unit, based on the learning needs of the students in my classroom I feel like I am far better prepared to do so again in the future. Being able to create something that was designed for a classroom was a difficult process. There was a lot to think about and I had to revise and edit and change a lot of the lessons I created before the final product was finished. Now that I’ve done this though, I understand what it takes to create a unit, and even though it’s more than likely that where ever I will be hired they will have curriculum's and unit’s already, I feel that I will be prepared to adapt those things based on my students needs.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
Having met the standard, I feel more prepared to teach and learn in a diverse society because of the struggles I went through to create something that adapted and fit all of the learners in my classroom. No two classrooms are alike and it’s likely that I’ll have many diverse students in any classroom that I will have from now till the day I retire. However, I feel prepared to teach them, and I also feel prepared to let them teach me. I feel that I will be able to step into any classroom and understand the challenges of my students, and be able to help them better because of the work that I have had to do already.
Artifact: Temperature Differentiation Lesson
PTS 1 Content Knowledge: the competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students.
Write a paragraph explaining your knowledge and understanding of the standard—put the standard into your own words.
In this standard, I believe it is simply saying that the competent teacher understands how to be a teacher. A teacher understands how to get children engaged in learning, and how that learning should be meaningful to their lives. A teacher understands concepts of whatever they are teaching, be it science or mathematics, and they can take this knowledge and structure a lesson around helping students discover these for themselves and not just telling them the answers. The competent teacher understands how to take everything that they know about their students and a subject, and turn it into a meaningful learning experience for their class.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact that I chose is a lesson plan on temperature that is part of a bigger unit on weather that I created for a course on teaching science at the elementary level. This particular lesson plan was a differentiation lesson that I created to support some of the lower writers/readers in a classroom I was student teaching with. In the standard, knowledge indicator 1E states that the competent teacher “understands how a student’s disability affects processes of inquiry and influences patterns of learning.” I believe by having differentiated my lesson plan it shows that I understand this concept. I understand that even though the students may be able to take in all of the information I give them, the fact that they can complete the work will make it hard for them to engage in the learning process. Allowing the students to have a different worksheet that supported their own learning needs, while still letting them show me they understood the lesson will help them stay interested in their learning.
Another reason why I chose this lesson to represent my knowledge of this standard is because of my use of technology in this lesson, which is very efficient in getting across a lot of information to students in a condensed and interesting way. In performance indicator 1I it states that the competent teacher “designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.” I feel that I have achieved this indicator because within the lesson I am familiarizing students with such technologies like PowerPoint that they will probably use for the rest of their lives. The contend of the PowerPoint itself I believe shows that I understand performance indicators 1J and 1K which both state that the competent teacher “anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning” and ” uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding” respectively. In the PowerPoint, I address misconceptions students might have about how the sun heats the Earth, and I also use several varieties of explaining tilt and rotation to the students.
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
The artifact was not used in my practice, but I created while in my Early Placement for student teaching, so it was partially created for the students of that particular 4th grade classroom. Having had the experience of creating a unit, based on the learning needs of the students in my classroom I feel like I am far better prepared to do so again in the future. Being able to create something that was designed for a classroom was a difficult process. There was a lot to think about and I had to revise and edit and change a lot of the lessons I created before the final product was finished. Now that I’ve done this though, I understand what it takes to create a unit, and even though it’s more than likely that where ever I will be hired they will have curriculum's and unit’s already, I feel that I will be prepared to adapt those things based on my students needs.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
Having met the standard, I feel more prepared to teach and learn in a diverse society because of the struggles I went through to create something that adapted and fit all of the learners in my classroom. No two classrooms are alike and it’s likely that I’ll have many diverse students in any classroom that I will have from now till the day I retire. However, I feel prepared to teach them, and I also feel prepared to let them teach me. I feel that I will be able to step into any classroom and understand the challenges of my students, and be able to help them better because of the work that I have had to do already.